ABSTRACT

This document presents a theoretical review about the term diversity and its implications in Latin American education. The objective of this article is to explore and describe how pedagogical practices can be transformed through the inclusion of cultural elements in educational discourse, through the analysis of the categories: culture, pluriculturality, multiculturalism and interculturality. All this bearing in mind that the inclusion of cultural elements not only has to do with the development of cognitive skills, but also attitudinal ones. A documentary analysis approach was used, examining related scientific articles, to observe the evolution of the concept of diversity and substantiate social phenomena derived from the particularities of contemporary reality. This article concludes by urging the need to recognize and effectively address cultural elements in pedagogical practices, in light of the challenges and opportunities that diversity presents in the Latin American educational context. In this sense, it underlines the importance of the school, as a vital institution in citizen education, to incorporate in its educational proposals a conscious cultural approach, which promotes the development of positive attitudes towards cultural diversity, thus serving as a pillar for a transcendental and inclusive education.

 

 

Keywords: Diversity, culture, intercultural education, pedagogical practices.